Christ The teacher Institute of Education

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CONTRIBUTION OF STUDENT COUNCILS’ LEADERSHIP TO ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOLS IN NAIVASHA SUB-COUNTY, NAKURU COUNTY, KENYA
(Tangaza University, 2024-10) NDUNG’U JOYCE
This study sought to determine the contribution of student councils' leadership on the academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. The following objectives guided the study: to determine the contribution of peer mentorship on academic performance; to examine how students' council leadership promotes discipline on academic performance; to assess the influence of student leaders' communication with the administration on academic performance. The study was guided by system theory and used a convergent parallel mixed methods design. The target population was 39 principals, 2400 students, and 234 teachers across 39 public secondary schools in Naivasha Sub-County. The study used stratified sampling to group schools into female and male; then used simple random sampling to select 2 girls' boarding schools out of 3, 2 boys' boarding schools out of 3, and 2 mixed boarding schools out of 3. The researcher assigned numbers 1 to 3; the odd ones were considered for the study. Seven mixed-day out of 30 schools were sampled using systematic sampling with an interval of 4. Purposive sampling was adopted to select 13 principals out of 39 principals. Simple random sampling was applied to collect data from 240 out of 2400 students, and simple random sampling also selected 40 out of 234 teachers. The study used questionnaires to collect data from teachers and students, and an interview guide for principals. A pilot test was conducted in two public secondary schools in the sub-county. The research instruments were validated by experts with knowledge on instructional leadership from Tangaza University. Reliability was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data was analyzed using descriptive statistics in SPSS version 25, presented in tables, graphs, and charts. The qualitative data was analyzed thematically and reported through narratives and direct quotations. Findings revealed that involvement of student council leadership, peer mentorship, and leader’s communication in the school activities had a moderately significant impact on students’ discipline and academic performance in public secondary schools in Naivasha Sub-County. The study concluded that student councils’ leadership needs improvement to enhance positive student discipline and academic performance. It recommends that the government should establish implementation mandating principals to consistently involve student councils’ leadership in school activities and daily operations. Additionally, the Teachers Service Commission (TSC) should organize regular workshops and training sessions for teachers and principals to enhance student councils’ leadership and hence contribute to higher academic performance.
HEAD TEACHERS' CANDIDATE PREPARATION STRATEGIES AND STUDENTS’PERFORMANCE IN THE PRIMARY CERTIFICATE OF EDUCATION IN CHIMOIO DISTRICT, MOZAMBIQUE
(Tangaza University, 2025-08) SR. VICTORIA TITO
The purpose of this study was to investigate the influence of head teachers' candidate preparation strategies on students’ performance in the Primary Certificate of Education in Chimoio District, Mozambique. The objectives of this study were: to find out the principals’ supportive revision strategies and students’ performance; to examine the influence of examination anxiety management on students’ academic performance; to evaluate the influence of motivation strategy on students’ academic performance; and to find out the influence of the teacher-student relationship on students’ academic performance in the Primary Certificate of Education in Chimoio District, Mozambique. The study was guided by Dimension Model Theory and Catastrophe Theory. A convergent parallel mixed method design was used. The study adopted a cross-sectional survey research design for quantitative data and a phenomenological design for qualitative data. The focus was on public primary schools, head teachers, teachers and Mozambique’s Ministry of Education officer. Simple random sampling was used to select 18 out of 23 primary schools and 125 out of 312 teachers; criterion purposive sampling was used to select 18 head teachers and 1 Ministry of Education officer. Proportionate sampling simple random sampling was used to select 316 out of 1500 students. Questionnaires were used to collect data from students and teachers. An interview guide was used to collect data from head teachers and the Ministry of Education officer. Instrument reliability was tested using the test-retest technique, where a score of 0.82 was realized. The researcher ensured the validity of the quantitative instruments by consulting the experts. Member checking technique was used to validate qualitative instruments. Quantitative data was analyzed by the use of SPSS Version 25 and findings were reported in percentages, frequency tables, and graphs. The qualitative data were analyzed into themes according to the research questions and reported in narratives and direct quotations. The study revealed that head teachers’ candidate preparation strategies, including revision, exam anxiety management, student motivation, and teacher-student relationship strategies, have an influence on students’ academic performance in the Primary Certificate of Education in Chimoio District, Mozambique. The study recommended that in preparing candidates for examinations, head teachers should prioritize and promote intrinsic motivation strategies. These include fostering a supportive learning environment, encouraging student autonomy, and emphasizing the value of learning itself. Such strategies are expected to have a more sustainable and positive impact on student engagement and academic performance.
HEADTEACHERS’ LEADERSHIP ROLE ON RETENTION OF TEACHERS IN CATHOLIC PRIMARY SCHOOLS IN WAU DIOCESE, SOUTH SUDAN
(Tangaza University, 2025-10) Betty Amos Obol
The study examines Headteachers’ leadership role on retention of teachers in Catholic Primary Schools in Wau Diocese, South Sudan. The objectives that guided this study were: to investigate how headteachers’ role of providing professional development opportunities contributes to retention of teachers in Catholic Primary Schools in Wau Diocese, to examine how fair and just compensation contribute to retention of teachers in Catholic Primary Schools in Wau Diocese, to establish how the creation of a positive work environment by the headteachers enhances retention of teachers in Catholic Primary Schools in Wau Diocese, to determine how headteachers’ role of encouraging autonomy and participation contributes to retention of teachers in Catholic Primary Schools in Wau Diocese. The study was guided by Herzberg Two-Factor theory of motivation. The design used was embedded design in mixed methods approach that enabled the author to gather both quantitative and qualitative data. The target population included all primary schools, all teachers, all principals and one director of education in the Catholic Diocese of Wau in South Sudan. Stratified and simple random sampling techniques were employed to select 10 primary schools out of a total of 22. One hundred and ten teachers were sampled using stratified and simple random sampling, while ten headteachers and one Director of education were sampled purposively. However, only 102 teachers returned the questionnaire, 6 headteachers were interviewed, and the Director of Education could not be accessed. The data was collected using questionnaire and an in-depth interview guide. To assess the reliability of the quantitative instrument, the author employed the test-retest method. The data from the two schools were correlated, yielding a reliability coefficient of 0.903, which indicated that the instruments were dependable and suitable for use. To ensure the credibility and dependability of the qualitative instrument, the researcher maintained an audit trail and conducted member checking. Quantitative data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS) version 27. Qualitative data from interviews were transcribed, coded, and grouped into thematic categories. The findings were presented through bar graphs, pie charts, and tables. Thematic analysis was applied to the qualitative data, organizing it into themes aligned with the research questions, and the results were reported narratively with the inclusion of direct quotations. The findings reveal that headteachers’ leadership role of providing professional development opportunities, ensuring a fair and just compensation, creating a positive work environment and encouraging teacher autonomy and participation had a strong impact on retention. From the findings, it was also evident that despite the effort made by the Diocese to train teachers, some teacher quitted their jobs after studies due to low salaries. The study concludes that effective leadership practices especially in professional development, fair compensation, and participatory management are crucial for teacher retention. However, challenges like inadequate funding, inconsistent training implementation, and a lack of standardized compensation hinder sustainable retention. The study recommends that the Diocese institutionalize continuous professional development, implement standardized compensation structures, and create an inclusive work culture that values teacher autonomy and recognition to promote long-term commitment and stability in Catholic Primary Schools in Wau Diocese.
HEADTEACHERS' TRANSFORMATIVE LEADERSHIP STRATEGIES ON TEACHERS' IMPLEMENTATION OF DIGITAL LITERACY TOOLS FOR LEARNING IN PUBLIC PRIMARY SCHOOLS IN NAKURU NORTH SUB-COUNTY, KENYA
(Tangaza University, 2025-07) REBECCA WAMBUI MAINA
The study aimed at examining how head teachers' transformative leadership strategies influence teachers' implementation of digital literacy tools for learning in public primary schools in Nakuru North Sub-County, Kenya. The study was guided by the following research objectives: to assess how head teachers' provision of ICT infrastructure influences teachers' implementation of digital literacy tools; to examine how head teachers' coordination of professional development affects teachers' implementation of digital literacy tools; to assess how head teachers' motivation strategies impact teachers' implementation of digital literacy tools; and to determine how head teachers' role modelling of digital literacy usage influences teachers' implementation of digital literacy tools in public primary schools in Nakuru North Sub-County. Transformational Leadership Theory and Technological Pedagogical Content Knowledge Theory were adopted for the study. The study adopted a convergent parallel mixed method design. The target population consisted of 44 schools, 44 head teachers, 350 teachers and 3654 students. Probability and Non-probability sampling techniques were used to select a sample size of 20 head teachers, 114 teachers and 322 students. The study used questionnaires, focus group discussion guide and in-depth interview guide to collect data. Validity of the Instrument was ensured through expert review and reliability was tested using Cronbach’s Alpha. Descriptive statistics were used to analyse quantitative data while qualitative data was categorized and interpreted in narrative form and direct quotes. The findings revealed that the provision of ICT infrastructure, coordination of professional development, motivation and role modelling played a pivotal role in ensuring the implementation of digital literacy tools in schools. The study concluded that there is limited funding for the purchase and regular maintenance of devices, reliable internet connectivity, and training for both teachers and students regarding the use of ICT tools. The study recommends that the government through the ministry of education should ensure that schools are equipped with a long-term digital strategy, including creating specialized roles for IT support staff to ensure sustainable and efficient ICT integration in education. The head teachers should also prioritize regular professional development programs focused on digital literacy to equip teachers with the necessary skills and knowledge.
INFLUENCE OF FAMILY DISINTEGRATION ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MOMBASA COUNTY, KENYA
(Tangaza University, 2024-07) SR. MARY W. MIKWILI
This study explored the influence of family disintegration on learner’s academic performance in public secondary schools in Mombasa County, Kenya. The specific objectives were: to examine how lack of parental involvement on learners from disintegrated families affects their academic performance, to explore the psychological effects of family disintegration on learner’s academic performance, to analyze how unavailability of educational resources on learners from disintegrated families influence their academic performance and to examine how lack of discipline of learners from disintegrated families influences their academic performance. The study was anchored on social attachment theory. The study used a convergent parallel design in the mixed-methods ap-proach. Questionnaires were used to collect data from teachers while in-depth interview guides were used to collect data from principals and the Quality Assurance and Standards Officer (QASO). The research instruments were reviewed for validity by the researcher’s supervisors. Cronbach's alpha was used to assess the reliability of the study instruments. The target population was 33 public secondary schools, 33 principals, 400 teachers, and one Quality Assurance and Standards Officer (QASO) of Mombasa County. Cluster and systematic sampling were used to select 11 out of 33 schools. Stratified and simple random sampling was used to select 220 out of 400 teachers. Purposive sampling was adopted to include 11 principals from the selected schools as well as the QASO. Quantitative data was analyzed using Statistical Package for Social Science Version 25 and was reported in frequency tables, percentages, graphs, and charts. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study revealed that family disintegration has a negative influence on learners' academic performance in public secondary schools in Mombasa County, Kenya. Further-more, findings highlighted that the lack of effective parental involvement from disintegrated fam-ilies also negatively impacts the academic success of learners. Additionally, the study showed that students from disintegrated families experience significant stress, which adversely affects their academic performance. The study recommended that school principals should develop initiatives to encourage greater parental involvement, particularly targeting parents from disintegrated fami-lies. This could include organizing regular parent-teacher meetings, workshops, and seminars that educate parents on the importance of their involvement in their children's education.
INFLUENCE OF HEAD TEACHERS’ MANAGERIAL STRATEGIES ON PRIMARY SCHOOL TEACHERS’ PERFORMANCE IN THE IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN KISUMU CENTRAL SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) OTIENO ADHIAMBO MILLICENT
The study investigated the influence of head teachers' managerial strategies on primary teachers’ performance in the implementation of Competency-Based Curriculum (CBC) in Kisumu Central Sub-County, Kenya. The objectives were: to find out whether head teachers' supervisory strategies influence teachers’ performance in the CBC; to establish how head teachers’ communication strategies influence teachers’ performance in the CBC; to establish how head teachers’ technological management strategies influence teachers’ performance in the CBC ; and to establish how head teachers’ parental engagement strategies influence teachers’ performance in CBC implementation in primary schools in Kisumu Central Sub-County. The research was anchored on managerial roles classification theory and Path-Goal theory. A convergent parallel mixed methods design was adopted. The target was public primary schools, head teachers, teachers, and the Quality Assurance and Standards Officer (QASO) . Purposive sampling was adopted to include all 20 public primary schools, 20 head teachers, and one QASO in Kisumu Central Sub-County. Simple random sampling was used to select 304 out of 440 teachers in the Sub County. A questionnaires was adopted to get data from teachers. The collection of data from head teachers and the QASO was done through interview guides. The quantitative research instrument was validated by consulting the research experts, and the qualitative instrument was validated using the member checking technique. The reliability of the instruments was calculated through Cronbach's alpha, and a score of 0.789 was attained which was considered reliable. Quantitative data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 25, which was presented in percentages, frequencies, tables, graphs, and charts. Qualitative data was analysed in themes and reported in narratives and direct quotations. The findings revealed that headteachers' managerial strategies, including supervisory strategies, communication strategies, technological management strategies, and parental engagement strategies, significantly influence primary school teachers' performance in the implementation of the Competency-Based Curriculum (CBC) in Kisumu Central Sub-County. The study concluded that the managerial strategies employed by the head teachers need improvement in order to enable teachers to perform better in the implementation of CBC in Kisumu Central Sub-County.The study recommends that the government develop policies in schools to ensure that head teachers regularly supervise teachers as they implement the curriculum. Additionally, the government, through TSC (Teacher Service Commission), should organize workshops and training sessions for both teachers and head teachers. These sessions should focus on problem-solving methodologies and techniques to help teachers effectively perform their duties in CBC implementation
INFLUENCE OF HEAD-TEACHERS’ LEADERSHIP STYLES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DODOMA URBAN DISTRICT, TANZANIA
(Tangaza University College, 2023-10-10) NJUU DONASIANA BIRGITA
The purpose of the study, was to assess the influence of head teachers’ leadership styles on students’ academic performance in Dodoma Urban District Council. The study was guided by the following objectives: to assess the influence of head teachers’ directive leadership style on students’ academic performance, to determine the influence of head teachers’ supportive leadership style on students’ academic performance, to assess the influence of head teachers’ participative leadership style on students’ academic performance, and lastly to assess the influence of head teachers’ achievement-oriented leadership style on students’ academic performance in public secondary schools in Dodoma Urban District Council, Tanzania. The study adopted a mixed research approach. Specifically, the researcher adopted a concurrent mixed method design. The target population for this study consisted of seven (7) head teachers and 110 teachers from seven (7) public secondary schools in Dodoma Urban District. The study used proportionate random sampling and purposive sampling to sample respondents. A closed and open-ended questionnaire were used on teachers and interviews were used on head teachers. The study employed Statistical Package of Social Science (SPSS) version 26, to analyze quantitative data which was generated by use of frequencies, tables and percentages. The analysis on the interviews involved reading the transcript, annotating the transcript, conceptualizing the data gathered from respondents, segmenting the data, analyzing the segment and writing the results that was obtained. The key findings indicated that to improve students’ academic performance, the head-teachers supervise team members very closely and ensures that there is cooperation in accomplishment of objectives by the teachers. Furthermore, the findings of the study indicated that to improve students’ academic performance, head teachers encourage team members to express their ideas or suggestions and ensure work is done independently and provide the opportunity to make decisions. In addition, findings revealed that supervision is done to the team members to meet school objectives and achieve better academic performance in schools. It was recommended that the Ministry of Education (MoE) needs close monitoring on the leadership styles to ensure that it is current and preferably suites both students and teachers to be able to achieve the intended goals and objectives of the school. Co-operation among the head of schools, teachers and the students should be strengthened to ensure academic excellence of the students
INFLUENCE OF HEADTEACHERS’ ADMINISTRATIVE STRATEGIES ON THE IMPLEMENTATION OF COMPETENCE-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS, IN KAJIADO NORTH SUB-COUNTY, KENYA
(Tangaza University, 2025-10) JACINTA KAMENE MUTHINI
The study examined the influence of headteachers’ administrative strategies on the implementation of the Competence-Based Curriculum (CBC) in public primary schools in Kajiado North Sub-County, Kenya. It focused on four objectives: assessing the influence of headteachers’ provision of instructional resources, supervisory strategies, parental involvement strategies, and approaches to teacher professional development on CBC implementation. Anchored on Systems Theory and Transformational Leadership Theory, the study adopted a mixed-methods approach with a concurrent design. The target population included headteachers, teachers, and the Sub-County Quality Assurance and Standards Officer. Using purposive and simple random sampling, four public primary schools and 170 teachers were selected, with all teachers in the chosen schools forming part of the study. Data were collected through questionnaires and interviews. Quantitative data were analyzed using descriptive statistics in SPSS version 27, while qualitative data were thematically analyzed and presented in narratives. Findings revealed that instructional resources such as textbooks and curriculum designs were adequately provided, though shortages persisted in specialized materials like science kits and ICT tools essential for practical learning. Supervisory strategies, including classroom observations and feedback, were commonly practiced and improved teaching effectiveness. Parental involvement was enhanced by headteachers’ strategies, especially when learning activities utilized affordable local materials. Regarding teacher professional development, headteachers promoted workshops and training, though their impact was limited by irregular scheduling and insufficient follow-up. The study concluded that effective CBC implementation depends on strong administrative strategies by headteachers complemented by government support in staffing, resources, and curriculum enhancement to achieve a coordinated, system-wide approach.
INFLUENCE OF PARENTAL INVOLVEMENT ON LEARNERS’ ACADEMIC ACHIEVEMENT IN PUBLIC PRIMARY SCHOOLS IN DILLA TOWN, GEDEO ZONE, ETHIOPIA
(Tangaza University, 2025-11) ALEMITU WORKU
The purpose of this study is to look at how parental involvement influences learners' academic achievement in public primary schools in Dilla Town, Gedeo Zone, Ethiopia. The following objectives guided this study: to determine how parental involvement in resource provision, disciplinary actions, homework monitoring, and home-school communication influences learners’ academic achievement. The overlapping spheres of influence notion, which Joyce Epstein proposed in 1987, also served as the foundation for this investigation. The study adopted a convergent concurrent mixed method design, which is a one-phase design that collected both quantitative and qualitative data. A cross-sectional survey design was used to gather quantitative data, while a phenomenology research design was used to gather qualitative data. The research targeted five public primary schools in Dilla Town, encompassing a population of 11,500 learners, 250 teachers, five principals, and five parent-teacher association (PTA) chairpersons. Sampling methods included census sampling for schools and principals, criterion-purposive sampling for PTA chairpersons, and simple Stratified and simple random sampling for selecting 125 teachers and 383 learners. Data was collected using questionnaires for learners and teachers, and in-depth interview guides for principals and PTA members. To ensure the validity and reliability of the instruments, pilot testing was conducted, employing construct and face validity tests. Cronbach’s alpha and the test-retest technique were used to ensure internal consistency and reliability. A reliability coefficient was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data were analyzed using descriptive statistics and inferential statistics in SPSS version 26, presented in tables, graphs, and charts. The qualitative data were analyzed thematically and reported through narratives and direct quotations. Throughout the research process, ethical principles were strictly observed to ensure the integrity and responsible conduct of the study. Findings revealed that while there is some level of parental involvement in resource provision, disciplinary actions, homework supervision, and communication, these efforts remain inconsistent and limited in scope. The study recommended that school principals and educational stakeholders develop structured programs to enhance parental engagement, including regular parent-teacher meetings, awareness campaigns, and training sessions to guide parents on supporting learning at home. Additionally, policy frameworks should be strengthened to ensure that schools prioritize and promote parental involvement as a key strategy to improve learners’ academic outcomes.
INFLUENCE OF PARENTAL INVOLVEMENT ON STUDENT’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY KIPKOMO SUB-COUNTY, KENYA
(Tangaza University, 2025-09) KANYI MARY WANGUI
This study examined the influence of parental involvement on student’s academic performance in public secondary schools in West Pokot in Kipkomo Sub-County, Kenya. Specifically, it assessed the influence of parental monitoring the progress of students, parental support on study habits, parental provision of learning materials and parental creation of structured environment on the student’s academic performance. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the study employed a mixed-methods approach with a convergent parallel design, integrating quantitative and qualitative data from structured questionnaires, in-depth interview guides and focus group discussion guides. The target population consisted of all 48 public secondary schools, 367 teachers, 9470 students and 96 Parent Association members in the sub-county. A sample of 10 schools was selected through stratified and simple random sampling techniques, ensuring representation of different types of schools. From the selected schools, all the 10 principals were automatically included in the study. A hundred and ninety-one (191) teachers were included in the study through the stratified and simple random sampling techniques while 384 students were sampled using simple random sampling technique. Thirty (30) Parent Association members were selected using purposive sampling technique. Quantitative data reliability was tested using Cronbach’s alpha, while qualitative credibility was ensured through member checks and triangulation. Quantitative data was analyzed descriptively using frequencies and percentages, and presented through tables, pie charts, and graphs. Qualitative data undertook thematic analysis and presented using narratives and direct quotations. Ethical considerations, including informed consent and confidentiality, were observed. The findings of this study revealed a significant gap between teachers’ recognition of the value of parental involvement and the actual experiences of students and parents. Teachers overwhelmingly affirmed that parental monitoring, provision of learning materials, encouragement of study habits, and creation of structured home environments directly enhance learner academic performance. Yet, student responses expose limited parental engagement, with many lacking textbooks, revision guides, quiet study spaces, or consistent routines. The study recommends that policy should institutionalize parental empowerment programs, provide targeted support for learning materials to disadvantaged families, and introduce community-based training on structured parenting. At the practice level, schools should strengthen home-school collaboration by appointing parent liaisons, establishing community “Homework Clubs” or learning spaces, and promoting simple, low-cost study routines such as family reading hours and home timetables.
INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON LEARNER’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ISIOLO SUB-COUNTY, KENYA
(Tangaza University, 2025-09) CIINGI KATERINA THAARA
This study investigated the influence of Parental socio-economic status on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. The following objectives guided the study: to assess the influence of parental income on learner's academic performance, to investigate the influence of parental education level on learner’s academic performance, to examine how parental occupation influences learner’s academic performance, and to examine how parental provision of learning resources influences learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. Guided by Social Capital Theory, the study employed a mixed-methods convergent parallel design that integrated quantitative and qualitative data from structured questionnaires, semi-structured interviews, and school records. The study targeted all 15 public secondary schools in the sub-county and used a stratified and simple random sample of nine schools. Participants included 9 principals, 103 teachers, 307 learners, and 27 representatives from the Parents Association (PA). The instrument’s content validity was confirmed through expert review. The reliability of the quantitative data was verified using Cronbach’s alpha, which yielded coefficients of 0.710 for teachers and 0.811 for learners. The credibility of the qualitative data was ensured through member checking and triangulation. Quantitative data were analyzed using SPSS version 23, employing descriptive statistics such as frequency counts and percentages. Results were presented through tables, bar graphs, and pie charts. Chi-Square inferential analysis was used to assess the hypotheses and determine relationships between variables. Qualitative data were transcribed, coded, and analyzed thematically in line with the research questions. Thematic results were presented through narratives and direct quotations to capture participants’ perspectives. Findings revealed that parental income, education, occupation, and learning resources significantly influence academic performance. Learners from low-income households struggled with school fees and basic materials, often resulting in absenteeism. Parents with higher education were more engaged in supporting learning, while stable occupations provided consistent resources. The provision of textbooks and revision guides was found to enhance performance outcomes. The study recommends that policymakers develop structured parent empowerment programs within the basic education framework, especially for rural and low-literacy communities. Schools should adopt low-cost strategies such as simplified orientation guides, community learning hubs, and mobile outreach.
Influence of Principal’s Instructional Supervisory Practices on Teacher’s Job Performance in Public Secondary Schools in Mukurweini Sub-County, Nyeri, Kenya
(Tangaza University, 2025-10) TIMONA MIRRIAM MUMO
This study examined the influence of principal‟s instructional supervisory practices on teacher‟s job performance in public secondary schools in Mukurweini Sub-County, Nyeri Kenya. Guided by the Instructional Leadership Theory, the study explored how principals‟ classroom observation and feedback, collaborative decision-making, modeling best practices, and data-informed decision-making affect teacher job performance. The study adopted a mixed methods approach with convergent parallel mixed methods design. The target population comprised 32 public secondary schools, 32 principals, 672 teachers, and one quality assurance and standards officer (QASO). The sample size included 10 schools selected through proportionate stratified and simple random sampling, 10 principals and 1 QASO purposively sampled, and 184 teachers sampled through stratified and simple random sampling. Data were collected using questionnaires for teachers and interview guides for principals and QASO. Research instruments were validated by Tangaza university research experts and reliability ensue through split-half method. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically through content analysis. Quantitative findings were presented using tables and bar graphs, while qualitative results were presented using narratives and direct quotes. Ethical standards were upheld through participants signing informed consent forms, confidentiality, and honesty in reporting. The study established that principal‟s instructional supervisory practices, specifically classroom observation and feedback, collaborative decision-making, modeling best practices, and data-informed decision-making positively influenced teacher‟s job performance in public secondary schools in Mukurweini Sub-County, Nyeri Kenya. The study concluded that principal‟s instructional supervisory practices played a vital role in enhancing teacher job performance in public secondary schools in Mukurweini Sub-County, Nyeri Kenya. Recommendations of the study included that principals should conduct regular classroom observations, provide constructive feedback to teachers, and promote participatory decision-making to enhance teachers‟ motivation and performance. Additionally, education policy should encourage inclusive planning that values teachers‟ input, and comparative studies should be conducted to develop context-responsive supervisory practices.
INFLUENCE OF PRINCIPALS’ ADMINISTRATIVE PRACTICES ON STUDENTS' DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN TURKANA CENTRAL SUB-COUNTY, KENYA
(Tangaza University, 2025-05) MARY WANGUI NJUGIA
This study assessed the influence of principals’ administrative practices on students' discipline in public secondary schools in Turkana Central Sub-County, Kenya. The specific objectives were to determine the influence of principals' support of guidance and counseling, parental involvement, students’ involvement in decision-making, and principals’ provision of resources on students’ discipline in public secondary schools in Turkana Central Sub-County, Kenya. The study adopted a convergent parallel mixed method design. The quantitative approach used a cross-sectional survey design, while qualitative data used case study design. The target population was 15 public secondary schools, 15 principals, 330 teachers, and 3600 students. Simple random sampling was used to select 12 out of 15 public secondary schools. Criterion purposive sampling was used to include all the 12 principals and their respective 12 deputy principals. The 115 teachers were selected using stratified simple random sampling. Systematic sampling was adopted to select 360 out of 3600 students. Data collection tools included questionnaires and an in-depth interview guide. The research instruments were reviewed for validity by the researcher’s supervisors. In addition, Pearson's correlation coefficient was used to assess the reliability of the study instruments, and a coefficient of 0.823 was realized which was considered adequate. Both inferential and descriptive statistics were used to analyze quantitative data which was presented in frequencies, percentages, tables and graphs. Qualitative data was analyzed using a thematic approach and presented in the form of narratives and direct quotations. The study revealed that principal’ administrative practices such as support of guidance and counseling, parental involvement, involvement of student councils in decision-making and principals’ provision of resources positively and significantly influences students' discipline in public secondary schools in Turkana Central Sub-County, Kenya. The study concluded that the administrative practices employed by the principals need to be improved in order to improve students' discipline in public secondary schools in Turkana Central Sub-County. The study recommended that the government should prioritize the recruitment and deployment of qualified and trained counselors in all secondary schools in Turkana Sub County to provide comprehensive and professional support for students' well-being and discipline management. The government should monitor and reinforce a policy that will prohibit the use of corporal punishment in schools, emphasizing alternative disciplinary approaches that prioritize positive reinforcement, counseling, and restorative justice practices that enhance the discipline of leaners in schools.
INFLUENCE OF PRINCIPALS’ LEADERSHIP PRACTICES ON TEACHERS’ SELF-EFFICACY IN PUBLIC SECONDARY SCHOOLS IN WESTLANDS CONSTITUENCY, NAIROBI COUNTY, KENYA
(Tangaza University, 2025-10) MIKIELINAH WAMUYU WANGU
This study investigates the influence of principals’ leadership practices on teachers’ self- efficacy in public secondary schools in Westlands Constituency, Nairobi County. It was guided by four objectives; to determine the influence of principals’ motivation on teachers’ self-efficacy, to assess the extent to which principals’ delegating of duties enhances teachers’ self-efficacy, to investigate how principals’ provision of teachers’ professional development influences teachers’ self-efficacy as well as examine how communication influences teachers’ self-efficacy. The study is anchored on Maslow’s Theory of Motivation. Mixed method approach with a concurrent mixed design was used. The target population was 14 public secondary schools, 14 principals, 14 deputy principals, and 322 teachers. Stratified proportionate and simple random sampling was used to select schools and teachers while purposive sampling was used for principals and deputy principals. The researcher sampled 5 schools, 5 principals, 5 deputy principals, and 98 teachers. Questionnaires and in-depth interviews guide were used for data collection. The validity and reliability of the quantitative instrument was established using Cronbach’s alpha to ascertain the internal consistency. Quantitative data was analysed using descriptive and inferential statistics and results presented using tables. The qualitative data were thematically analysed. Spearman rho was used to establish the relationships between variables as well as test the null hypothesis. The researcher ensured ethics throughout the process. The study established that principals’ leadership practices of motivation, delegation, professional development, and communication significantly and positively influence teachers’ self-efficacy in public secondary schools. Communication demonstrated the strongest effect (rho = +0.719, p < 0.05), highlighting the core role of supportive dialogue in enhancing teacher confidence, competence, and effectiveness. This study recommends that the Ministry of Education should develop policies and targeted training programmes that equip school leaders with skills in effective communication and motivation and that the Ministry and relevant education authorities should develop policies that institutionalize continuous professional development for teachers. Schools should establish structured mentorship and peer-collaboration programmes where experienced teachers and deputy principals support their colleagues in various instructional competencies.
INFLUENCE OF PRINCIPALS’ TEACHER MANAGEMENT STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENTS IN PUBLIC SECONDARY SCHOOLS IN KILIFI SOUTH SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) KILWAKE NEKESA EVERLYNE
Effective management of teachers in a school system plays a vital role in facilitating students’ academic achievements as they prepare for life opportunities. This study investigated the influence of the principals’ teacher management strategies on the students’ academic achievement in public secondary schools in Kilifi South Sub-County, Kenya. The specific objectives were, to evaluate whether the provision of incentives to teachers by principals influences students’ academic achievements, to find out the extent to which principal’s promotion of teamwork among teachers influences students’ academic achievements, to determine whether principals’ support to teachers professional development influences students’ academic achievements and fourthly, to establish whether principals’ way of monitoring the teachers’ syllabus coverage influences students’ academic achievements in public secondary schools in Kilifi South Sub-County. The study was guided by Total Quality Management theory which was supplemented by the Reinforcement theory. The study employed the convergent parallel mixed method. The target population for the study was composed of ten public secondary schools, form three and four students. One Quality Assurance and Standards Officer, and one Teacher Service Commission Sub County Director in Kilifi South Sub-County. Purposive sampling was used to select ten principals and one Quality Assurance Officer. Stratified Sampling Method was used to select 90 out of 115 teachers, Proportionate sampling was employed to select 306 out of 1300 students. Reliability of the instruments was tested using the test-retest technique where the scores for teachers were 0.817 while the scores students were 0. 774. Quantitative data was analyzed using the Statistical Package for Social Science Software Version 23. Descriptive statistics such as frequencies and percentages were used to present quantitative data. Qualitative data was arranged into themes and reported in the form of narratives and direct quotations. The study findings showed that teachers are given paid leave, over time bonuses, and gifts as incentives to improve their performance, however they are not given opportunities for professional development as an incentive. The study also revealed that principals do not really support teamwork and also do not allow teachers to participate in decisions making. The study found out that the principals do not encourage teachers’ professional development, they do not allow them to attend seminars, workshops and refresher courses. On the fourth objective, the study established that most teachers had a negative attitude towards principals monitoring teachers on syllabuses coverage. The study recommended the need to improve education policies, and that a similar study should be carried out in other sub-counties in Kenya.
INFLUENCE OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP ON TEACHERS’ JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN HEIBAN COUNTY, SUDAN
(Tangaza University, 2025-03) Beatriz Cristina Mata Pérez
This study investigated the influence of principals’ transformational leadership on teachers’ job performance in public primary schools in Heiban County, Sudan. The following objectives guided the study: to determine the extent to which principals’ collaboration influences teacher job performance; to investigate the influence of principals’ innovation on teacher job performance; to examine how principals’ teacher empowerment influences teacher job performance and to evaluate how principals’ motivation influence teacher job performance in public primary schools in Heiban County, Sudan. The enquiry was anchored on Bass' transformational leadership theory and used a mixed method, convergent parallel design. The study targeted all 93 public primary schools in Heiban County, the Primary Education Director of Education, 93 school principals, and 686 teachers. The sample comprised 19 public primary schools, selected through stratified and simple random techniques; the sample size for teachers was 253, the number obtained using the Yamane formula; ten principals and the Primary Education Director were selected using purposive critical case sampling. The data collection instruments were interview guides for the principals and the Primary Education Director and questionnaires for teachers. The reliability of data collection instruments was established using the split-half method and analysed through the Cronbach Alpha Test, attaining a 0.88 score. The validity of quantitative instruments and qualitative instruments’ dependability was achieved through the supervisors’ consultancy and pilot testing. Quantitative data was processed using the Statistical Package for Social Science (SPSS), version 21 and analysed using the Spearman rank correlation coefficient. The results were reported in graphs and tables. Qualitative data was analysed using a thematic approach and reported through direct quotes and narratives. The results showed that collaboration ranked first, with r = .497, principals’ innovation strategies at r =.370, principals’ teacher empowerment at r = 474, and principals’ motivation skills at r = 474. The findings indicate a positive and significant relationship between principals’ TL practices and teachers' job performance in public primary schools in Heiban County, Sudan. The study recommended that structures should be implemented to offer teachers training and refreshing courses.
INFLUENCE OF PRINCIPALS’ TRANSFORMATIVE LEADERSHIP ON THE PERFORMANCE IN SCIENCE SUBJECTS IN GIRLS’ PUBLIC SECONDARY SCHOOLS IN THARAKA NITHI COUNTY
(Tangaza University College, 2023-10-10) MIANO MEAKELINAH
This study examined the influence of principals’ transformative leadership traits on the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County, Kenya. It was guided by the following specific objectives: to establish whether students' involvement in decision-making enhances their performance in science subjects; to ascertain whether principal-teacher role modeling influences performance in science subjects; to examine whether principal-teacher team building can enhance the performance in science subjects; and to find out the relationship between the provision of supportive learning resources and the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County, Kenya. The study was guided by transformational leadership theory. A concurrent triangulation design was adopted. The target population was girls’ public secondary schools, the county director, principals, teachers, and students. The target population of the study was 1838, and the sample size was 452. Purposive sampling was adopted to include all 11 girls’ public secondary schools, 11 out of 11 principals, and one County Director of education. Proportionate sampling was applied to collect data from 330 out of 1650 students, and simple random sampling was applied to collect data from 100 out of 165 teachers. The study used questionnaires to collect data from teachers and students. The collection of data from principals and the County Director of education was done through interview guides. Reliability of the instruments was tested using the test-retest technique and the scores 0.708 was obtained. Member checking technique was adopted to validate the qualitative instrument. Quantitative data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 25. The data from quantitative instruments was presented using frequencies and percentages on tables, graphs, and pie charts. Qualitative data was analyzed in themes, and the reporting was done in direct quotations and narratives. The findings revealed that principals’ transformational leadership expressed in terms of students' involvement in decision-making, principal-teacher role modeling, principal-teacher team building, and the provision of supportive learning resources are important in influencing the performance of students in science subjects in girls’ public secondary schools in Tharaka Nithi County. The study concluded that limited involvement of students in decision-making concerning the study of science subjects and insufficient resources to use in the study of science subjects, such as laboratory equipment, are the main hindrances to the study of science subjects in girls’ public secondary schools. The study thus recommended that the principals enhance the involvement of students in the decisions that affect them concerning the study of science subjects as well as improve the provision of resources such as laboratory equipment that are needed in the study of science for enhanced academic performance in science subjects
INFLUENCE OF STUDENTS’ PARTICIPATION IN DECISION-MAKING ON SCHOOL DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN RONGAI SUB-COUNTY, NAKURU COUNTY, KENYA
(Tangaza University, 2025-03) SR. MARY WAMBUI NJANE
This study assessed the influence of students’ participation in decision-making on school discipline in public secondary schools in Rongai Sub-County, Kenya. It was guided by the following objectives: to examine how students’ participation in classroom decisions influence discipline; to assess whether students’ participation in making school rules and regulations affects discipline; to determine whether students’ participation in co-curricular activities decisions influence school discipline in public secondary schools in Rongai Sub-County. The study was grounded in the theory of participation and adopted a mixed-method approach with a convergent parallel mixed design. The target population consisted of 29 public schools, 29 principals, 230 teachers, and 4998 students. Simple random sampling was used to select 9 out of 29 public secondary schools. All the 9 principals of the selected schools were automatically included in the study. The study used proportionate stratified sampling to select 144 out of 230 teaches. Proportionate stratified sampling was also used to select 357 out of 4998 students. Data collection instruments included questionnaires for students and teachers while interview guides were used to collect data from the schools’ principals. Instrument validity was ensured through experts’ review, and reliability was tested using Cronbach Alpha. Quantitative data were analysed using a Statistical Package for Social Sciences (SPSS) version 25 and presented in tables of percentages, mean and standard deviation. Qualitative data were analysed thematically and presented in narratives and direct quotations. Ethical principles guided the research process. Key findings revealed that teachers involved students in classroom decision-making to a moderate extent, an observation corroborated by the school principals. However, students' involvement in classroom decision-making was generally limited. Teachers indicated that students participate in setting rules and regulations to a moderate extent, but this view was contradicted by principals, who aligned with students in stating that their participation is minimal. Similarly, while teachers reported that students engage in decisions regarding co-curricular activities to a moderate extent, principals supported students’ claims that their involvement remains low. The study recommended that principals should enhance collaboration between teachers and students, emphasizing active student participation to foster discipline in public secondary schools in Rongai Sub-County, Nakuru County, Kenya.
INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT ON LEARNER COMPETENCE ACQUISITION IN PUBLIC SECONDARY SCHOOLS IN MERU SOUTH SUB-COUNTY, THARAKA NITHI COUNTY, KENYA
(Tangaza University, 2025-09) JACINTA MUENI KIMONDOLO
This study investigated how teacher professional development influences learner competence acquisition in public secondary schools in Meru South Sub-County, Tharaka Nithi County, Kenya. The specific objectives were to examine the influence of teacher workshop attendance, online learning, communities of learning, and peer mentoring on learner competence. The study was anchored on Baldwin and Ford’s (1988) Transfer of Training Theory, which explains how acquired skills are applied to enhance learner outcomes. A mixed methods approach was adopted using a convergent parallel design. From 38 public secondary schools, 12 were selected through stratified random sampling. The target population included 288 teachers, 1,272 Form Four students, 48 Heads of Department, and 12 principals. Stratified random sampling was used to select 168 teachers, while 144 Form Four students were selected purposively based on school exposure and diversity in gender, ability, and engagement. Principals were selected through purposive sampling based on their leadership roles, and 12 were automatically included from the sampled schools. Heads of Department were also selected purposively, with four representing key subject areas per school. Data were collected using questionnaires for teachers and HoDs, interview guides for principals, and focus group guides for students. Validity was ensured through expert review and pilot testing. Reliability was determined using test-retest procedures and Cronbach’s alpha (α=0.84) to confirm consistency and internal coherence of the instruments. Credibility of qualitative data was enhanced through triangulation, member checking, and peer debriefing. Ethical approval was obtained from NACOSTI, and informed consent and assent were secured. Findings showed that professional development positively influenced learners’ knowledge, skills, values, and attitudes. Notable improvements included concept clarity, factual recall, problem-solving, communication, engagement, and resilience. The study recommends inclusive, well-structured teacher development programs supported by clear policy and equitable resource access. Future research should explore how professional development shapes learners’ ethical reasoning and emotional growth, and how departmental structures influence instructional leadership and holistic learner outcomes.
THE INFLUENCE OF THE HEADTEACHERS’ ADMINISTRATIVE STRATEGIES ON RETENTION OF GIRLS IN COMMUNITY DAY SECONDARY SCHOOLS IN MCHINJI DISTRICT, MALAWI
(Tangaza University College, 2022-08-31) EUTERIA, DELIA PALIANI
The aim of this study was to investigate the influences of the headteachers’ administrative strategies on the retention of girls in community day secondary schools in Mchinji district in Malawi. The study was triggered by the concerns emanating from the teachers on increase of school dropouts among girls in community day secondary schools in Malawi. The study was guided by the following research objectives: (i) To investigate whether provision of security measures by the headteachers influence retention of girls in community day secondary schools. (ii) To find out whether provision of school sanitation facilities as a strategy employed by the headteachers influence retention of girls in community day secondary schools. (iii) To investigate if provision of guiding and counseling services as a strategy influences retention of girls in community day secondary schools. (iv) To examine whether community involvement as a strategy influences retention of girls in community day secondary schools in Mchinji district, Malawi. The study was anchored on Tinto’s theory of retention and System theory. The study employed explanatory sequential mixed method research design. The target population included: the students, teachers, headteachers, education officer and chief elders. The study purposively sampled 15 headteachers, one education officer and five chief elders. The researcher sampled 80 teachers and used simple random to sample 315 girls with a total sample size of 416 (12.4%) of the target population. The study instruments used were questionnaires, semi-structured interviews and document analysis. Experts in the field of education from Tangaza University College were given the questionnaires to assess for content validity. Test- retest was used to assess the reliability of the instruments. Quantitative data was analyzed using Statistical Package for Social Science (SPSS) software Version 21. The researcher used Cronbach’s Alpha to test the reliability of the tools. A score of 0.81 for the teachers and 0.78 for the students were determined and were above 0.7 which showed that the tools were reliable. The study used descriptive statistics such as frequencies and percentages to summarize the data and present it in form of tables. Qualitative data were manually analyzed by organizing into themes and interpreted in a narrative form and direct quotes. The findings showed that the strategies headteachers employed do not influence the retention of girls due to lack of school facilities, security measures, women role models, experts in providing guiding and counseling and cooperation between the headteachers and the community members. The study recommends that headteachers should improve the security measures and sanitation facilities in order to retain girls in Community Day Secondary Schools in Mchinji. Further studies should be carried out in the following areas: Strategies employed to retain boys in community day secondary schools in Malawi. Challenges faced by community members when participating in school activities